Training Urban High School Principals in Problem Solving With Adolescents and Family Members

Abstract

Effects of training four urban high school principals in problem solving with adolescents and members of their families were assessed in simulation and naturalistic settings. Training occurred over three sessions and involved use of behavioral specification of problem solving skills to be acquired, didactic presentations, role play exercises, and performance feedback. Training occurred separately for each principal trainee. Following training, increases in problem solving skills were observed for the four trainees in simulation and naturalistic settings. Ratings of videotapes of the trainees made by other urban high school principals indicated that quality of problem solving exhibited was greater following training and that the training program would be beneficial to themselves and other school administrators.